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The

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lights are dimmed the projector is running
the classroom has become a setting for

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use of a very effective teaching
tool but classroom film.

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Yet but these young people learn

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and how well they learn it rests largely
with how the film is you just it doesn't

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work. We've constructed any electric
motor from a few simple materials.

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Let's review what happens
by looking at a diagram.

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Here is the permanent magnet like
all magnets it has a north pole

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and the South Pole.

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Here's the block of iron

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and with the coil of wire around an
electromagnet the coil of wire is attached to

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wires leading to a dry cell.

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When current starts to flow the coil
becomes an electromagnet with North

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and South poles.

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These poles of the electromagnet are attracted
by the poles of the permanent magnet

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and the block of iron turns.

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If we reverse the direction of the current
in the coil by changing the dry cell

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connections the north and south
poles in our electromagnet reverse.

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This puts two North post together
and two south poles together.

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Since like poles repel each other the
electromagnet rotates until opposite poles

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are attracted to one another if we add
the automatic switch to our diagram.

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It looks. Like this.

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Now if the wires are connected to the
Drysdale the motor will continue to rotate in

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one direction

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for a science class concerned
with how an electric motor works.

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Classroom film has illustrated a complex
process in simple understandable terms the

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film as is often true has proved itself
an effective and valuable teaching aid.

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This is particularly true when the film
has been carefully selected for content

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and

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when the students have been correctly prepared
for viewing both ilm activities which

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follow the film are also important activities
such as a post film discussion now.

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Can someone explain to me the function of
one of the basic parts of the electric

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motor Denny.

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Where without to make switched back on
the economy data in order would make a

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complete revelation. Do you all
agree with Danny's statement

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that George is the idea because
on the diagram you can see

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that kindly to reverse is occurring.

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If it didn't in moderation stop right
now from what we've seen in the film

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and talked about. Can someone give me
the definition of a commutator sure

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and give me your definition.

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Commutator is a device very very
seen the direction of the car.

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The film has been used to
convey information and

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or stimulate deductive thinking this kind
of discussion of content is as much a

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part of using a film as the actual showing
up it for a film however good it may be

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is still only a teaching tool

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and depends for its greatest effectiveness
on how it is used by the teacher

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effectiveness of a film begins days
perhaps even weeks prior to the showing

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when the teacher selects the film the
director of her local instructional materials

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center can often provide helpful advice
about which of several films in the same

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subject area will best.

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The teacher's purpose of
course one may have to rely

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on the resume

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and a catalogue to determine a film's
content as well as its running time

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and the grade level for
which it was intended.

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The important thing at this point is that
selection is not a hit or miss affair

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but key to a lesson plan

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and made on the basis of the best information
available about a film the next step.

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You as the teacher take in using a film
is to become familiar with it yourself if

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the film is available to you for only a
short time you may have to limit your own

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preparation to studying the
teacher guide for the film.

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If it is available here you will find
usually a more complete description

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of the film's content than is possible in
a catalog file along with the questions

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you may want to ask following the showing
of the film comments from previous years

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of a particular film if they
are available are also helpful

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and ideal way to study a film

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and prepare to use it with your classes
to preview it with pencil in hand taking

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notes as the film progresses.

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It can be a real help to have one

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or more of your students in the preview
room with you as they watch from a

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viewpoint which is different from yours.

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They will detect new or unusual words

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or situations which may require explanation
before the film is shown to the group

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they may also reveal interests the teacher
may use to motivate the entire class.

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Well they were there anything
you didn't understand.

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Well I don't understand why the farmer's
uncannily said to fight so much.

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Thank goodness for his channel

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and plant their crops in the areas where
the cattle were located about you.

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Mary any words you didn't understand
where you added them think a lot of

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dark I think.

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Creative teachers have many ways of
developing class readiness for seeing a film

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preparation often starts the day before
on your show a word may be defined

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beforehand.

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You'll recall

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that yesterday we talked about the problems
of settling this large area of our

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country known as the Great Plains
today we're going to see a film

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that shows us those problems very clearly.

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Of course

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when the great pains were being settled
in the eight hundred fifty thousand eight

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hundred sixty eight the movie
camera had not yet been invented.

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So in this film we get this story
as we look at famous paintings

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and drawings made by artists who
were there at the time. Now Candy.

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Do you recall the problem about the
planes area that we discussed yesterday.

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Well there was constant fighting between
ranchers and farmers over these of land.

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So neither then could become
really prosperous and we decided

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that this situation kept many people
away who might otherwise have come

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and help to settle the great plains be a
very good summary Cathy now in this film.

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We're going to learn about some other
problems that face these people

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and what they finally did about them.

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Afterwards I want you to be able to
identify and discuss the problem

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and to describe how the eventual solution
of these problems affected our country's

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history. All right let's have the sound.

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Is one like the days when Cowboys
forty times between cattlemen

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and farmers nobody had the word for to
make the difference both said six shooters

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and both could use the piece to play
and it seemed on finding a cheap

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and practical friends some dried a
thorny hedge to use yarn for fencing

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and it was big and bold
strong but it took four years

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or more to groove others
try just plain ole wire

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but cattle shoved right through
it and the search continued.

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Since the mine the low cost of wire

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in eighteen seventy four used to be far
away sixty year old was granted the

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following year. Jagan aging the scene of

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that bridge improved as barmy practical

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and inexpensive the West got its fencing.

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But the new fences blocked off
the cattle trails to the roots

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and there were some resisted the changes
on the plains brought about by barbed wire

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fence the border of forcing
others some fence cutters.

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But the bark of six shooters diminished
laws were passed to protect both sides

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and in time barbwire turned out to be a
blessing to the cattlemen to build their

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industry on the native Texas Longhorns mean
ornery critter as tough on the table as

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he was on the range with barbed wire
fencing the cattlemen could separate their

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herd introduced blooded stock

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and supply the demand for better be soon
the Great Plains became a new land a real

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road the coal revolver.

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The artesian well the windmill
new ways of farming dry land

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and of course barbed wire and enabled
our country to settle a vast interior.

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To turn what was once the Great American
Desert in the rich fertile farmland

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thinking to make a great aside the
invention of barbed wire with sewing.

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Porting to the development of
the Great Plains. To me. Well.

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The blog will help those farmers in Canada
because they could keep the care of

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where they are supposed to be in
the farmers could do more farming

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and their society here and this is the
only kind of wire fencing ever invented

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that could do the job right and it. Why
didn't they build a wooden fence is Karen.

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There wasn't anyone here.

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That's right Karen

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and now I think it might be interesting
to find out why there was no way to

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vailable in the Great Plains area.
This would take some research.

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So Karen you Betty. Carmen
Allen prepare a report on it.

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We are going to spend some time reporting
on another aspect of this subject to

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who'd like to find out more about the
benefits the barbed wire fencing made

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possible for the cattleman but.

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Well I recalled Filmation something about
separating the her generic vision gloated

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start and likely. That is OK.
Barb you team up with George S.C.

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Elaine and Frank on that question.

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There are many ways to conduct post film
activities profitably the objective should

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always be to use the film as a springboard
to learning understanding and creating.

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Assigning a research project on a topic
related to the film will help the student

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to form relations of
ideas concepts and facts

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and thereby provide creative
learning experiences.

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And a review of effective
use of classroom films.

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We should not overlook the
importance of physical details.

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For example proper arrangements
for seating lighting ventilation

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and placement of the equipment.

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Also if you plan to run the film yourself
check ahead of time to make sure you are

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familiar with the projector and
its operation how to thread it

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and how to operate the controls.

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Where these details are handled by a student
projectionist it is still important

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for you to make sure that these
arrangements are made beforehand.

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All these physical details may
contribute or detract from the showing

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and hence they are relevant to the creative
use you make of a film as a teaching

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tool. Remember also

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that since using a film is part of a
creative process the steps you take reflect

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your own creative ability.

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The first point at which you put your
creativity to work is in the selection of the

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film choosing it for your purposes on the
basis of your evaluation of it for the

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effectiveness with your students.

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The second point is the key to all the steps
following it your own preparation for

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showing the film.

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This is the point where you decide whether
you will show the film all at one

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sitting

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or use only an excerpt which applies to
the particular topic being studied it is

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the point at which you make final plans
for how to use this teaching tool at the

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Third Point class motivation you develop
a readiness for viewing the film.

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This may be a simple procedure of telling
your students the title of the film.

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Why they are seeing it and some idea of
what they are expected to learn from it

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or it may be as elaborate as using other
teaching techniques over several periods

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leading up to the showing
point for the showing of the

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film

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when the creative process is seemingly out
of your hands still reflects your guiding

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role particularly if you decide
to repeat the showing of the film

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or a shot of the projector at a certain
spot for a pre-determined reason.

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At point five The creative teaching
aspect comes into foreplay for student

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participation includes all the follow up
activities which round out your purpose in

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using the film discussion testing for content
research work report writing problem

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solving and they are all of these post
film activities plus many many more

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that you will think of
are your contribution

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and it is your contribution which is the
single most important factor in using a

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classroom filled.